高中英語選擇性必修三教案Unit2Alifeswork

Unit2Alife’swork教案設(shè)計(jì)單元主題本單元主題語境是“人與自我”，涉及的主題語境內(nèi)容是工匠精神。本單元介紹了歷史上不同時(shí)期不同領(lǐng)域的杰出人物在各自的職業(yè)生涯中對(duì)于工匠精神的理解和踐行。本單元的內(nèi)容從《庖丁解?！返墓适麻_始，依次介紹了美國(guó)著名攝影師BillCunningham、京劇表演藝術(shù)大師梅蘭芳、“兩彈一星”元?jiǎng)卓茖W(xué)家鄧稼先、于敏和錢學(xué)森，故宮鐘表修復(fù)師王津以及“樣式雷”家族。本單元旨在通過工匠精神這一話題，引入相關(guān)詞匯與語法結(jié)構(gòu)，實(shí)現(xiàn)單元總目標(biāo)，即引導(dǎo)學(xué)生在了解這些名人的事跡后，能學(xué)習(xí)他們的工匠精神，克服困難，迎接挑戰(zhàn)，培養(yǎng)鉆研探索的精神，發(fā)現(xiàn)自己的人生價(jià)值，用無怨無悔的精神去實(shí)現(xiàn)人生理想。單元目標(biāo)1.語言能力目標(biāo)能夠綜合運(yùn)用各種語言技能，讀懂與工匠精神有關(guān)的話題，恰當(dāng)運(yùn)用所學(xué)詞匯及表達(dá)談?wù)摵兔枋龈黝I(lǐng)域杰出人物對(duì)工匠精神的踐行和傳承。2.文化意識(shí)目標(biāo)能夠了解中外各行各業(yè)優(yōu)秀人物的精神品質(zhì)，學(xué)會(huì)做人做事，深化對(duì)本單元主題的理解，樹立“堅(jiān)持不懈、精益求精”的人生態(tài)度。3.思維品質(zhì)目標(biāo)能夠通過比較、分析、聯(lián)系實(shí)際生活，有邏輯、有層次地介紹杰出人物的生平事跡，實(shí)現(xiàn)知識(shí)和思維能力的拓展與遷移。4.學(xué)習(xí)能力目標(biāo)能夠通過運(yùn)用各種學(xué)習(xí)策略，在自主學(xué)習(xí)、合作學(xué)習(xí)與探究式學(xué)習(xí)的過程中，不斷監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和過程，提高分析和解決問題的能力，提高自己的理解能力和表達(dá)能力。Startingout板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)10–15分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Viewing+Speaking主題語境人與自我——優(yōu)秀品質(zhì)，正確人生態(tài)度內(nèi)容分析一段視頻呈現(xiàn)了關(guān)于中國(guó)古代《庖丁解?！返墓适?，介紹了庖丁在多年的解牛生涯過程中通過反復(fù)實(shí)踐總結(jié)出的技巧和經(jīng)驗(yàn)。三幅圖分別呈現(xiàn)了AlbertEinstein、FrankLloydWright和JohannesBrahms三位名人及他們有關(guān)“工匠精神”的名言，旨在導(dǎo)入話題，激活學(xué)生已有的語言、背景信息，激發(fā)學(xué)生對(duì)話題的興趣，為整個(gè)單元的學(xué)習(xí)活動(dòng)預(yù)熱。教學(xué)目標(biāo)1.學(xué)生通過視頻了解中國(guó)古代經(jīng)典故事中的工匠精神。2.學(xué)生通過閱讀名人名言了解他們對(duì)于成功的要素和個(gè)人品質(zhì)的理解。3.學(xué)生能夠通過“看”、“讀”、“聽”，對(duì)“工匠精神”形成初步認(rèn)識(shí)，并能簡(jiǎn)單表達(dá)自己的觀點(diǎn)和看法。教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生通過觀看視頻材料，理解庖丁成功解牛的關(guān)鍵和技巧。2.引導(dǎo)學(xué)生通過閱讀名言，了解名人對(duì)于成功要素的理解。教學(xué)難點(diǎn)1.引導(dǎo)學(xué)生觀看視頻，記錄信息要點(diǎn)和歸納主旨大意；2.引導(dǎo)學(xué)生反復(fù)朗讀名言，討論名言傳遞的信息，并表達(dá)自己的觀點(diǎn)。教學(xué)策略視聽說法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TlistssomenewwordsthatappearinthevideoandhelpsSstounderstandthemeaningsofthewords.2.TplaysthevideoandasksSsthequestionsinActivity1.3.TplaysthevideoagainandasksSstoanswerthequestionsinActivity2individuallybeforecheckingtheanswersintheclass.1.SsreadthenewwordsandtrytounderstandthemeaningsofthesewordswiththeT’shelp.2.Sswatchthevideo,takenotesaboutthekeyinformationandanswerthequestionsinActivity1.3.SswatchthevideoagainandanswerthequestionsinActivity2.Getintothetopicandgettheinitialunderstandingofthetopic“craftsmanship”Activity21.Tintroducestherelatedinformationaboutthethreefamouspeopleandtheirquotes.2.Tasksstudentrepresentativestoanswerthequestion.3.TasksSstoreadthequotesindividuallyandtrytotranslatethemintoChinese.4.TpresentsthreeEnglishexplanationstothequotesandasksSstomatchtheexplanationswiththequotes.AndasksSstoanswertheotherquestionsinActivity2.1.Sslistentotheteacher’sintroductionandtalkaboutQuestion1inActivity2.2.Sssharetheirideasaboutthequestionafterthestudentrepresentativesgivetheanswers.3.Ssreadthequotesindividuallyandtrytotranslatethequotes.4.SsreadandmatchtheEnglishexplanationsgivenbytheTwiththequotesasfastastheycan.Andanswertheotherquestions.ArouseSs’interestinthetopicandinspirethemtothinkdeeplyaboutcraftsmanship.Understandingideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)30–35分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+Speaking主題語境人與自我——優(yōu)秀品質(zhì)，正確人生態(tài)度，生命意義，社會(huì)責(zé)任內(nèi)容分析本文是一篇新聞特寫。文章介紹了美國(guó)傳奇街拍攝影師BillCunningham的專業(yè)精神和人生哲學(xué)。讀前活動(dòng)讓學(xué)生比較BillCunningham和一般時(shí)尚攝影師的不同，旨在構(gòu)建學(xué)生與課文話題及內(nèi)容的聯(lián)系，為課文學(xué)習(xí)做鋪墊。讀中活動(dòng)對(duì)讀前活動(dòng)的推測(cè)進(jìn)行驗(yàn)證，幫助學(xué)生了解課文大意。讀后活動(dòng)則通過主旨大意歸納、細(xì)節(jié)理解和開放式問答等活動(dòng)，啟發(fā)學(xué)生深入思考，探究主題意義。教學(xué)目標(biāo)1.學(xué)生通過推測(cè)和略讀，獲取課文大意，并根據(jù)課文內(nèi)容準(zhǔn)確理解課文標(biāo)題和作者的寫作意圖；2.學(xué)生通過精讀，分析文章的總體結(jié)構(gòu)，學(xué)習(xí)對(duì)比描述的寫作方法；3.學(xué)生通過把課文內(nèi)容和自身生活實(shí)際相聯(lián)系，思考BillCunningham的人生哲學(xué)并從中獲得啟發(fā)和鼓勵(lì)，加深對(duì)工匠精神的理解，同時(shí)進(jìn)一步思考如何在學(xué)習(xí)上和生活上努力付出、精益求精并取得成功。教學(xué)重點(diǎn)引導(dǎo)學(xué)生通過運(yùn)用預(yù)測(cè)，精讀、略讀等多種閱讀技能，準(zhǔn)確理解主旨、標(biāo)題及作者的寫作意圖。教學(xué)難點(diǎn)引導(dǎo)學(xué)生根據(jù)作者對(duì)比的寫作方法和文章的敘述結(jié)構(gòu)，深入思考BillCunningham的人生哲學(xué)，深化對(duì)工匠精神的理解。教學(xué)策略TaskBasedLearning&ProblemBasedLearningTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TorganisesgroupworkandasksSstohaveadiscussionaboutthemessagesconveyedbythepicturesandpredictthecontentsofthereading.2.TasksSstodoteamworkandtalkaboutQuestions1,2,3inActivity1.3.Tasksstudentrepresentativestoreporttheanswersandencouragesthemtogivesupportingreasons.4.TasksSstoreadthepassageandlaterdiscusswhethertheanswershavechanged.1.Sslookatthepicturesandpredictthecontentsofthereadingbasedonthemessagesconveyedbythepictures.2.SsdoteamworkandhaveadiscussionaboutQuestions1,2,3.3.Studentrepresentativesreporttheanswersonbehalfoftheirteamsandgivesupportingreasons.4.Ssreadthepassageandlaterdiscusswhethertheanswershavechangedornot.LeadtothetopicandinspireSstothinkaboutthedifferencesandtraintheirabilitytomakepredictionaboutthecontentsofthereading.Activity21.TasksSstoreadthefoursubtitlesindividuallyandchoosetherighttitle.2.TasksSstosharetheiranswersandexplainthereasons.1.Ssreadthefoursubtitlesandchoosethetitletheythinkright.2.Ssreporttheiranswerstotheclassandexplainthereasons.TrainSs’readingskillsofgettingthemainideaandfindingoutthesupportingdetails.Activity31.TasksSstoreadthedirectionsandinformationinActivity3andmakesuretheyunderstandtheintentionoftheactivity.2.TasksSstoworkinpairsandpletethediagramaccordingtothepassage.3.TasksSstochooserepresentativestosharetheanswers.4.TasksSstothinkofatleastfivewordsorexpressionstodescribeBillCunninghamandgivetheirreasons.1.SsreadthedirectionsandinformationinActivity3individuallyandfigureouttheintentionoftheactivity.2.Ssworkinpairs,readthepassagecarefullyandpletethediagram.3.Sschoosetherepresentativestosharetheanswers.4.SsthinkofatleastfivewordsandexpressionstodescribeBillCunninghamandgivetheirreasonsbasedontheinformationinthediagram.ImproveSs’abilitytograspthestructureandkeyinformationofthepassageandunderstandthewriter’swritingintention.Think&Share1.TdividesSsingroupsandasksthemtodiscussthequestionsinthispart.2.TinvitessomeSstoanswerthequestions,meanwhileencouragestheotherstocarryoutopendiscussionandgivementswhennecessary,soastomakethemthinkdeeplyaboutthethemeofthepassage.1.Ssdiscussthetwoquestionsingroupsandthensharetheirideaswiththeclass.2.Sscarryoutopendiscussion,listentoothers’opinions,voicetheiranswersoutandthinkdeeplyaboutthethemeofthepassageundertheguidanceoftheteacher.TrainSs’abilitytothinkdeeply,learntodigthehiddeninformationofthepassageandexpresstheirideasinalogicalway.UsingLanguage板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+Listening+Speaking主題語境人與自我——優(yōu)秀品質(zhì)，正確人生態(tài)度，公民義務(wù)與社會(huì)責(zé)任內(nèi)容分析本部分包括語法部分PredicativeClauses和聽說部分Thespiritofcraftsmanship。語法部分介紹了英語表語從句的用法，由兩個(gè)小語段組成。第一個(gè)小語段介紹了RuthBancroft和她的花園，第二個(gè)小語段介紹了我國(guó)著名京劇表演藝術(shù)家梅蘭芳及他的藝術(shù)貢獻(xiàn)。聽說部分的材料是兩段和傳統(tǒng)手工藝相關(guān)的語篇，分析了傳統(tǒng)手工藝逐漸失傳的現(xiàn)狀，號(hào)召人們保護(hù)傳統(tǒng)手工藝，幫助學(xué)生構(gòu)建描述傳統(tǒng)手工藝的詞匯和表達(dá)，使學(xué)生在真實(shí)語境下進(jìn)行思考和交際運(yùn)用，全方位提高綜合語言運(yùn)用能力。教學(xué)目標(biāo)1.學(xué)生能夠在教師的引導(dǎo)下，發(fā)現(xiàn)并總結(jié)表語從句的構(gòu)成形式和基本用法。2.學(xué)生能夠進(jìn)一步理解表語從句的特點(diǎn)和意義。3.學(xué)生能夠根據(jù)需要在真實(shí)情境中恰當(dāng)?shù)剡\(yùn)用表語從句。4.學(xué)生能夠運(yùn)用相關(guān)的詞匯和表達(dá)描述傳統(tǒng)手工藝的現(xiàn)狀及體現(xiàn)工匠精神的品質(zhì)。教學(xué)重點(diǎn)引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用表語從句及描述傳統(tǒng)手工藝的詞匯和表達(dá)。教學(xué)難點(diǎn)引導(dǎo)學(xué)生學(xué)會(huì)根據(jù)語境恰當(dāng)?shù)剡\(yùn)用表語從句和相關(guān)詞語。教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentences，payattentiontotheboldpartsandanswerQuestion1.2.TasksSstoreadthesentencesagain,thinkingaboutQuestion2andfindoutthesimilaritiesanddifferencesbyparingtheexamplesentences.3.TguidesSstosumuptheusageofpredicativeclauses.4.TasksSstolookformoreexamplesofpredicativeclausesinthereadingpassage.1.Ssreadthesentences,thinkabouttheboldpartsinthesentencesandanswerQuestion1.2.SsreadthesentencesagainwithQuestion2inmindandtrytofindoutthesamefunctionanddifferentcharacteristicsintheexamplesentenceswiththeteacher’shelp.3.Sscheckanswerstogether,sumuptheusageofpredicativeclausesandfindoutmoreexamples.TrainSs’learningabilitytosumupthegrammaticalrules.Activity21.TgivesabriefintroductiontoRuthBancroft.2.TplaysthetapeandasksSstogetthemainideasofthelistening.3.TasksSstopletethesentencesaccordingtothelisteninginActivity2.4.TasksSstoreadthesentencestheypleteandchecktheanswers.1.Sslistentotheintroductionandgetfamiliarwiththetopic.2.Sslistentothetapeandsumupthemainideaofthelistening.3.SslistencarefullyandfinishthesentencesinActivity2.4.Ssreadthesentencesandchecktheanswerstogether.Usepredicativeclausesinarealcontexttogetbetterunderstandingofthem.Activity31.TasksSstoreadtheshortpassageandpayattentiontotheunderlinedsentences.2.TasksSstorewritetheunderlinedsentencesintothesentenceswithpredicativeclausesusingcorrectrelatedwords.3.Tinvitessomestudentstoreadtheirrewrittensentencesandchecktheanswers.1.Ssreadthepassageandfocusontheunderlinedsentences.2.Ssrewritetheunderlinedsentencesintothesentenceswithpredicativeclauses.3.Ssreadandsharetheirrewrittensentencesandchecktheanswerstogether.ImproveSs’abilitytousepredicativeclausescorrectlybycreatingtheirownsentences.Activity41.TasksSstobrainstormthenamesofsomeartiststhattheylikeorarefamiliarwith.2.TasksSstoworkingroupsandtalkaboutthelifeandcontributionsoftheartiststhattheylikeorarefamiliarwith.3.TasksSstointroduceanartistwrittenatleastfivesentencesusingpredicativeclauseswhereappropriate.1.Ssthinkfastandtellthenamesoftheartiststhateintotheirminds.2.Ssworkingroupsandintroducethelifeandcontributionsoftheartists.3.Ssintroduceanartistincludinghisorherlifeandcontributionusingpredicativeclauseswhereappropriate.TrainSs’abilitytotransferandinnovatewhattheyhavelearntinareallanguagecontext.Activity571.TcreatesarealcontextrelatedtothetopictohelpSstoreviewtherelevantvocabulary.2.TguidesSstoreadandunderstandthefoursentencesinActivity5.3.TplaysthetapeandasksSstofinishthetaskinActivity5.4.TplaysthetapeagainandasksSstofinishthetaskinActivity6bydetailedinformation;andthenworkinpairstohaveadiscussionabouttheinformationtheygetrelatedtotraditionalcrafts.5.TdividesSsintogroupsandasksthemtotalkaboutthemeaningsandpragmaticfunctionofthelistedexpressionsandfinishActivity7.1.Ssreviewusefulwordsandrelevantphraseswiththehelpoftherealcontext.2.SsreadthesentencesinActivity5andtrytounderstandthemeanings.3.Sslistentothetape,finishthetask,discusstheanswersingroupsandchecktheanswer.4.Sslistentothetapeagain,takenotesaboutthedetailedinformationandfinishActivity6;andthendopairworktotalkabouttraditionalcraftsusingtheinformationtheyget.5.SsworkingroupsandtalkaboutthemeaningsandpragmaticfunctionofthelistedexpressionsandfinishActivity7.TrainSs’abilitytolistenfordetailsandunderstandtheintentionoflisteningmaterialaswellastheirabilitytoexpressthemselvesbygivingreasonstosupporttheiropinions.Activity81.Tpresentspicturesorvideostoleadinthetopicoftraditionalcrafts.2.TasksSstoreadthepassageindividuallyandanswerQuestions1and2accordingtotheinformationtheygetfromthepassage.1.Sswatchthepicturesorvideosandthinkaboutthetopic.2.Ssreadthepassage,gettheinformationandfinishQuestions1and2inActivity8.RaiseSs’awarenessofprotectingtraditionalcrafts.Activity91.TasksSstoreadandunderstandthetext,focusingontheboldwordsandexpressions.2.TasksSstoreadthetextagainwiththequestionsbelowandthendividesSsintogroupstodiscussthesequestions.3.Taskssomegroupstosharetheiranswerswithothergroupssupplementingandassessing.1.Ssreadthetextandtrytoguessthemeaningsoftheboldwordsandexpressionsaccordingtothecontext.2.Sssearchfortheanswerstothequestionsinthetextandthensharewiththeirgroupmembers.3.Ssgivetheirimprovedanswersafterthecooperationbeforelisteningtoothergroups’opinions.Knowaboutsomewordsandexpressionsandthemainideaofthepassage—the23scientists’contributionsandtheirharshconditions.Activity101.TasksSstofindthewordsandexpressionsaboutthequalitiesasmanyaspossibleinthetext.2.TdividesSsintogroupstodiscusshowtoputtheirfindingsintotheboxeswithfourqualities.3.Tchoosessomestudentstoshowtheirideasandthenencouragesotherstudentstosupplementorassess.4.ThelpsSsbrainstormwordsorexpressionsaboutpositivequalitiesinActivity9andputthemintotheboxes.5.TmotivesSstohaveawordpetitionamongthem,inwhichthewinnerpresentsmorewordsorexpressions.1.Ssfindthequalitiesthescientistshaveinthetext.2.Ssdistinguishthewordsorexpressionsaboutqualitiesandputthemintotherightboxes.3.SomeSsgivetheiranswerswhileothersvoicetheirownopinionstomodify.4.Ssthinkoutotherpositivequalities,onesthatarenotmentionedinthetextandaddthemintothesuitableboxes.5.Sstrytheirbesttoeupwithwordsorexpressionsaboutpositivequalitiesscientistsshouldhaveasmanyaspossible,helpingtheirowngrouptobethewinnerinthewordpetition.Havingabetterunderstandingofgoodqualitiesthesescientistshave.Activity111.TassignsatasktoSsinpairstointroduceyourfavoritepeoplewithspiritsofcraftsmanship,usingthewordsandexpressionsinActivity10asmanyaspossible.2.TencouragespairsofSstoshowtheirwork,contributingtoactiveinteractionwitheachother.1.SsdescribetheirfavoritepeoplewhodedicatetheirlifetotheirworkusingthewordsandexpressionsinActivity10asmanyaspossibleinpairs.2.Sssharetheirdescriptionwiththeclasswhilelearningfromotherpeers.Consolidateandintegratethelanguageandcontentlearnt.Developingideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+Writing主題語境人與自我——工匠的日常工作和精神內(nèi)容分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為記敘文，介紹了故宮博物院鐘表修復(fù)師王津日復(fù)一日、爭(zhēng)分奪秒地修復(fù)國(guó)寶級(jí)鐘表文物的事跡；讀寫部分的范文是對(duì)“樣式雷”家族的介紹。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對(duì)工匠精神的理解，并且初步掌握說明文的寫作內(nèi)容和寫作方法。教學(xué)目標(biāo)1學(xué)生能夠理解課文內(nèi)容，了解到故宮博物院鐘表文物修復(fù)的復(fù)雜和不易，感受到鐘表修復(fù)師王津耐得住寂寞，兢兢業(yè)業(yè)地做著修復(fù)工作的工匠精神；2引導(dǎo)學(xué)生聯(lián)系自身實(shí)際，加深對(duì)本單元主題意義的理解，啟發(fā)學(xué)生理解工匠精神和“一生做好一件事”的意義；3引導(dǎo)學(xué)生通過完成閱讀任務(wù)和學(xué)習(xí)說明文的寫作方法，運(yùn)用所學(xué)內(nèi)容寫一篇說明文。教學(xué)重點(diǎn)引導(dǎo)學(xué)生讀懂文章，了解故宮博物院鐘表修復(fù)師王津日復(fù)一日、爭(zhēng)分奪秒地修復(fù)國(guó)寶級(jí)鐘表的事跡和對(duì)“樣式雷”家族的相關(guān)情況，對(duì)更多的工匠和其精神有更深的理解。教學(xué)難點(diǎn)引導(dǎo)學(xué)生注重語言在思維層面的內(nèi)化和輸出。教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TplaysavideoandasksSstowatchandthenfindtheanswerstoQuestions13.2.TplaysthevideoagaintohelpSsdoublechecktheiranswers.Thevideowillbeplayedmoretimesifnecessary.3.TaskssomeSstogivetheiranswers,helpingSscheckwhethertheiranswersarerightornot.4.TdividesSsintogroupstodiscussaboutQuestion4.5.TchoosessomegroupstosharetheiropinionsandtheanswertoQuestion4,askingothergroupstosupplementandcarryoutafreetalk.1.SsreadtheQuestions13firstandtrytofindtheanswerstothemwhilewatchingthevideo.2.SsturntoTforhelptowatchthevideoagainiftheyhavedifficultyansweringthequestions.3.Ssshowandchecktheiranswers..4.SsworkwiththeirpartnerstodiscussaboutQuestion4.5.Ssshowtheiranswerstothewholeclasstolearnfromotherstoimprovetheirownanswersthroughafreetalk.LeadtothetopicandactivateSs’backgroundknowledge.Activity21.TguidesSstofocusonthepictures,thetitleandthevideotheyjustwatched,predictingwhatthetextisabout.2.TaskssomeSstoexpresstheirpredictionsandthereasons.3.TasksSstoskimthetexttograspthemainideaofthetextwhichcanhelpchecktheirpredictions.1.Ssfixtheirattentiontothepicturesandthetitleandthenpredictwhatthetextisaboutwiththehelpofthevideotheyjustwatched.2.Ssgivetheirpredictionsandreasonstotheirpeers.3.Ssreadthetextquicklytofindthemainideaandprovewhethertheirpredictionsarerightorwrong.Cultivatetheinterestandcuriosityaboutthetopicandgraspthemainideaofthetext.Activity31.TasksSstoreadthetextcarefullyagainandmatchthequestionstotheparagraphs.2.TdividesSsintogroupsandasksthemtosummarisethemainideaforeachparagraph.3.TaskseachgroupofSstocheckthematchesanddiscussabouttheiranswerstothequestions.4.Tinvitessomegroupstosharetheiranswersandtheirreasonswithothergroupstosupplement.1.Ssreadthetextcarefullyanddothematchingexercise.2.Sssummarisethemainideaofeachparagraphwiththehelpoftheirgroup.3.Sschecktheirmatchingresultsaccordingtothesummariesanddiscusswiththeirpartnersabouttheanswerstothequestions.5.Ssshowtheiranswersandreasonstogetimprovedwithothers’help.CheckSs’understandingofthepassage.Think&Share1.TinstructsSstodiscusstheanswerstothequestionsinthepartandprovoketheirdeepthoughtsonthebasisoftheirownexperiences,providingmorebackgroundknowledgeifnecessary.2.TaskssomeSstosharetheiranswersandotherstosupplement,creatingafreetalk.1.SsdiscussthefourquestionsingroupsonthebasisoftheirownexperiencesandwiththehelpofT.2.Sssharetheiropinionswithothersandcarryoutafreetalk.DeepenSs’understandingofthepassageandstimulatetheirthinking.Activity41.TgetsSspreparedtodelivertheirspeechbyencouragingthemtosurftheInternetforsomerelatedinformationtogetfurtherunderstandingofothermasters’restorationjobsintheForbiddenCity.2.TdividesSsintogroupstodiscussthefivequestions.3.ThelpsSstofilluptheformandgetthemreadyfortheirspeech.4.TinstructsandencouragesSstoshowtheirpresentationsinthefrontoftheclassroom.5.TasksSstoselectthemostpersuasivespeechandexplaintheirreasons,andthenTgivesasummaryabouthowtoorganiseaspeechandwhatspeechskillstobeused.6.ThelpsSsimprovetheirspeechandencouragesthemtopresentinfront.1.SssurftheInternetforsomeresourcesaboutothermasters’restorationjobsintheForbiddenCityandsetouttopreparetheirspeech.2.Ssdiscussthefivequestionswiththemembersoftheirgroup.3.Ssfilluptheformandgetpreparedforthespeech.4.Ssdelivertheirspeechinfrontofothers.5.Ssvoicetheiropinionsandgivereasonsfortheirchoicesaboutthemostpersuasivespeech.Consolidateandintegratethelanguageandcontentlearnt.Activity51.TasksSstoreadthequestionsbelowthetextandtrytofindtheanswerswhilereadingthetext.2.TdividesSsintogroupstodiscusstheanswerstothequestionsandunderlinethewordsandexpressionsdescribingthequalitiesoftheLeifamily.3.TrequiresSstochecktheanswersaftersomeSs’presentations.1.Ssreadthequestionsbelowthetextandreadthetexttofindtheanswers.2.Sssharetheiranswerswiththeirmembersingroupsandunderlinethewordsandexpressionsaboutthequalities.3.Ssdotheirpresentationsanddoublechecktheiranswerswitheachother.Knowthestylisticfeaturesandcontentsofanexpositoryessay,andlayafoundationforActivity6.Activity671.TleadsSstoanalysethestructuralfeaturesandcontentsofanexpositoryessaywiththeversionofActivity5.2.TasksSstochooseonecraftsmanintheirheartsandpletetheoutlineinActivity6.3.TguidesSstofinishtheirindividualtaskofwritinganexpositoryessayaccordingto“Learningtolearn”.4.TassignsSstoreadtheother’sessayandoptimiseitinpairs.5.TasksSstoshowtheirpolishedessaystogetothers’furtherfeedbackunderT’sguidance.1.Ssthinkofthestructuralfeaturesandcontentsofanexpositoryessay.2.Ssfinishtheirindividualtaskofwritinganexpositoryessay3.Sssharetheirstoriesandgivementstoeachother.4.Ssreadtheother’sessayandoptimiseitinpairs.5.Ssshowtheirpolishedessaystogetothers’furtherfeedbackunderT’sguidance.Practisewritingandpolishanexpositoryessaythroughpeerevaluation.Presentingideas&Reflection板塊教學(xué)設(shè)計(jì)（Presentingideas和Reflection部分建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Speaking主題語境人與自我——工匠的日常工作和精神內(nèi)容分析Presentingideas板塊要求學(xué)生思考兩種觀點(diǎn)——人的一生是應(yīng)該廣泛涉獵不同領(lǐng)域，還是應(yīng)該堅(jiān)持專注做好一件事——然后尋找充足的論據(jù)支持自己的觀點(diǎn)，并組成正反兩方進(jìn)行辯論。本板塊旨在通過觀點(diǎn)的思考與表達(dá)，促進(jìn)學(xué)生在真實(shí)的語境下綜合運(yùn)用語言，相互合作，展示個(gè)性，充分表達(dá)自己對(duì)單元主題思想的理解和認(rèn)識(shí)。Reflection板塊引導(dǎo)學(xué)生能夠在本單元學(xué)習(xí)過程中和結(jié)束時(shí)對(duì)自己的學(xué)習(xí)行為和效果做出評(píng)估和分析，對(duì)自己的優(yōu)缺點(diǎn)和得失做出反思，并與教師溝通改進(jìn)方法。教學(xué)目標(biāo)1．引導(dǎo)學(xué)生通過本板塊的學(xué)習(xí)，更深入地理解堅(jiān)韌不拔的毅力、堅(jiān)持不懈的精神對(duì)于一個(gè)人的事業(yè)與人生的重要性，能夠辯證地看待問題，另辟蹊徑，思考解決問題的辦法；2．幫助學(xué)生熟悉辯論的流程，引導(dǎo)學(xué)生通過運(yùn)用本單元所學(xué)的表達(dá)方式，恰當(dāng)表達(dá)自己的觀點(diǎn)，有理有據(jù)地進(jìn)行辯論；3．引導(dǎo)學(xué)生分組討論并搜集論據(jù)，通過合理分工、協(xié)作完成辯論，培養(yǎng)團(tuán)隊(duì)合作意識(shí)。教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生根據(jù)單元所學(xué)內(nèi)容，分析文本體裁特征和掌握關(guān)于工匠精神的表達(dá)和加深對(duì)總結(jié)工匠精神的理解。2.引導(dǎo)學(xué)生從語言能力、思維品質(zhì)等方面對(duì)自己在學(xué)習(xí)本單元后的效果做出合理的評(píng)價(jià)。教學(xué)難點(diǎn)1.指導(dǎo)學(xué)生使用本板塊中的實(shí)用表達(dá)，關(guān)注內(nèi)容的細(xì)節(jié)補(bǔ)充。2.引導(dǎo)學(xué)生如何客觀科學(xué)地做好互評(píng)和自我評(píng)價(jià)。教學(xué)策略元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadtheopinionsofthetwoteenagersandthethreequestionsbelow.2.TdividesSsintogroupstodiscussthetwoopinionsandtheanswers.3.Tinvitessomerepresentativesfromsomegroupstothefronttopresenttheiroutingsoftheirdiscussions.1.Ssreadthetwoshortpassagesabouttheopinionsofthetwoteenagersandthethreequestionsbelow.2.Ssbrainstormtheirideasingroups.3.Sschoosesomerepresentativestosharetheirideasafterdiscussion.Generatenewideasandprepareforthepresentation.Activity241.TregroupsSsintoteamssharingthesameidea.2.TencouragesSstofilluptheforminActivity2bycollectingsupportingideasandsearchingfortheexactexamples.3.TassignsthedebatingtasktoSsandasksthemtoprepareawellorganisedandpersuasiveargumentusingpracticalwords.4.Torganisesstudentstodevelopadebatebychoosingthreeorfourdebatersfromeachgroup.1.Ssformanewgroupsharingthesameidea.2.Sswritedowntheirviews,argumentsandsupportingexamplestopletetheformwiththecooperationoftheirgroups.3.Ssworkingroupsandwriteanargumentforthedebate.4.SschoosethreeorfourSsfromtheirgroupstoparticipateinthedebate.Organiseadebateintheclass.Reflection1.TasksSstodoselfassessmentabouttheirownacademicperformancesaccordingtothequestionsgiveninthepart.2.ThelpsSstosummarisewhattheyhavelearntintheunit.3.TasksSstomakesurewhattheyneedtoimproveandreflect.4.ThelpsSstoimprovethelearningmethodsandmodifystudyingstrategies.Ssratetheirperformanceinthisunit,summarisewhattheyhavelearntandthinkaboutwhattheyneedtoimproveandreflect.Review,rateperformanceandthinkaboutwaystoimprove.Project板塊教學(xué)設(shè)計(jì)（此部分教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Speaking主題語境人與自我——工匠的日常工